Supporting preservice elementary teachers' growth through studying the historical development of a mathematics topic

Preservice

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Permission granted to the University of West Florida Libraries to digitize and/or display this information for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires the permission of the copyright holder. Copyright © 2021 by The Alberta Teachers’ Association (ATA), 11010 142 Street NW, Edmonton, AB T5N 2R1. Permission to use or to reproduce any part of this publication for classroom purposes, except for articles published with permission of the author and noted as “not for reproduction,” is hereby granted.

In this article, we review instructional methods used with preservice elementary teachers in a teacher education program. Specifically, we reflect on a pedagogical approach in a mathematics methods course that focused on researching the historical development of a mathematics topic and how that approach supported preservice elementary teachers’ growth in learning and teaching mathematics. We share information about the assignment, discuss the results and suggest implications for future practice.

Preservice teacher

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